Abstract
Students in any grade level vary widely in their mathematics achievement, with the typical classroom including four to seven grade levels of mathematics proficiency. Due to this large range of mathematics learning needs, some schools offer certain courses in earlier grades than is typical. In this study, we analyzed multiple, large, national datasets to understand which schools provide access to seventh-grade algebra and eighth-grade geometry. Next, we explored what factors predicted school-level access to those courses and the proportion of eligible students enrolled in either course. We found that access varies widely across, and even within, states and districts, with factors such as parental education and within-district economic segregation remaining predictive even after controlling for average school achievement. In general, predictors of the proportion of a school identified as gifted were weaker, but schools in more-segregated districts and those with larger proportions of White students enrolled did tend to enroll fewer students in either math course.
Published Version
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